Such a charming, thoughtful expert on play and learning. And such credentials! -- she worked with Jean Piaget and Seymour Papert, and has been associated with MIT for years (as well as other universities).

She stressed these are just guidelines for what happens along the way in different ways -- that the stages should never be used prescriptively.

Our school is just settling on some common terminology around a research model -- one that will be differentiated for Infant (K1 to Grade 1), Junior (Grade 2 to Grade 5), Middle School (Grade 6 to Grade 8) and High School (Grade 9 to Grade 12).

A midway meeting ground has been agreed, e.g., here is a standard arising out of the articulation of the middle school curriculum:

The blog "What Ed Said" (Edna Sackson) recently had a post
on her frustration with expected slavish commitment to an inquiry cycle
model. I agree. You might as well insist everyone follow the same
sequence for falling in love or grieving over death. It's useful to
appreciate typical stages, but impossible to expect everyone to adhere
to them. NB: Kath Murdoch, referenced by Edna, is a frequent professional visitor to our school, and her phases of inquiry were key inputs to our process -- see here:

Edith was talking about Play -- and undoubtedly about Inquiry. But our school is talking about Research. Are they all the same thing? Just at different age levels? We'd like to think so.

Research, for middle/high school students, is just a game with adult rules (e.g., alluding to the ideas of others in a constructive and respectful way) -- and our job is to alert them to those rules and to convince them it's a game worth learning (after all, research is a form of adult fun, yes?). As Edith put it, students must learn to add value in the process of borrowing. They must become adept at massaging ideas until they are their own, rather than just functioning as an information broker, passing on ideas. To ride others' ideas until they can feel in solo mode, not fusion mode.

I particularly like Edith's "Cast" phase, with its implicit theatrical connotation. Something between our "Reflect" and "Communicate." It's the part that implies the iterative nature of the process. That you, within your own mind or in the presence of others, re-think what you have, try it out, and ask if it's sufficient, if it's enough.

Missed a bit, before I posted my previous comment...I don't think inquiry and research are the same thing. Have you read Kath Short's article on inquiry as a stance? Let me know if you want me to send it to you :)

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